Do you know what is in store for students with disabilities who graduate from
your school and head off to postsecondary education? Do you have the information
you need to advise them on what to expect in postsecondary education?

For students with disabilities, a big factor in their successful transition
from high school to postsecondary
education is accurate knowledge about their civil rights. The purpose of this
guide is to provide high
school educators with answers to questions students with disabilities may have
as they get ready to move
to the postsecondary education environment.

This guide was developed by the U.S. Department of Education’s Office for Civil
Rights (OCR).
OCR has enforcement responsibilities under Section 504 of the Rehabilitation
Act of 1973 (Section
504), as amended, and Title II of the Americans with Disabilities Act of
1990,
as amended, (Title II), which
prohibit discrimination on the basis of disability. Every school district and
nearly every college and university
in the United States is subject to one or both of these laws, which have similar
requirements.1 Private
postsecondary institutions that do not receive federal financial assistance
are not subject to Section 504
or Title II. They are, however, subject to Title III of the Americans with
Disabilities Act, which is enforced
by the U.S. Department of Justice and which prohibits discrimination on the
basis of disability by
private entities that are not private clubs or religious entities.

This guide also makes reference to Part B of the Individuals with Disabilities
Education Act (IDEA),
which provides funds to states to assist in making a free appropriate public
education (FAPE) available to
eligible children with disabilities. IDEA requirements apply to state education
agencies, school districts
and other public agencies that serve IDEA-eligible children. Institutions of
postsecondary education
have no legal obligations under the IDEA.2

Similarly, this guide references the state Vocational Rehabilitation (VR) Services
Program, authorized
by the Rehabilitation Act, which provides funds to state VR agencies to assist
eligible individuals with
disabilities in obtaining employment. State VR agencies provide a wide range
of employment-related
services, including services designed to facilitate the transition of eligible
students with disabilities from
school to post-school activities.3

In preparing this guide, we have highlighted the significant differences between
the rights and
responsibilities of students with disabilities in the high school setting and
the rights and responsibilities
these students will have once they are in the postsecondary education setting.
Following a set of
frequently asked questions, we have provided some practical suggestions that
high school educators can
share with students to facilitate their successful transition to postsecondary
education.

Frequently Asked Questions

The Admissions Process

1. Are students with disabilities entitled to changes in standardized testing
conditions on entrance
exams for institutions of postsecondary education?

It depends. In general, tests may not be selected or administered in a way
that tests the disability rather
than the achievement or aptitude of the individual.4 In addition, federal law
requires changes to the testing
conditions that are necessary to allow a student with a disability to participate
as long as the changes do not
fundamentally alter the examination or create undue financial or administrative
burdens.5 Although some
institutions of postsecondary education may have their own entrance exams,
many use a student’s score on
commercially available tests. In general, in order to request one or more changes
in standardized testing
conditions, which test administrators may also refer to as “testing accommodations”6,
the student will need
to contact the institution of postsecondary education or the entity that administers
the exam and provide
documentation of a disability and the need for a change in testing conditions.
The issue of documentation
is discussed below. Examples of changes in testing conditions that may be available
include, but are not
limited to:

Braille;

Large print;

Fewer items on each page;

Tape recorded responses;

Responses on the test booklet;

Frequent breaks;

Extended testing time;

Testing over several sessions;

Small group setting;

Private room;

Preferential seating; and

The use of a sign language interpreter for spoken directions.

2. Are institutions of postsecondary education permitted to ask an applicant
if he or she has a
disability before an admission decision is made?

Generally, institutions of postsecondary education are not permitted to make
what is known as a
“preadmission inquiry” about an applicant’s disability status. Preadmission
inquiries are permitted only if the
institution of postsecondary education is taking remedial action to correct
the effects of past discrimination
or taking voluntary action to overcome the effects of conditions that limited
the participation of individuals
with disabilities.7

Examples of impermissible preadmission inquiries include: Are you in good
health? Have you been hospitalized
for a medical condition in the past five years? Institutions of postsecondary
education may inquire about an
applicant’s ability to meet essential program requirements provided that such
inquiries are not designed to
reveal disability status. For example, if physical lifting is an essential
requirement for a degree program in
physical therapy, an acceptable question that could be asked is, With or
without reasonable accommodation,
can you lift 25 pounds? After admission, in response to a student’s request
for “academic adjustments,8”
reasonable modifications or auxiliary aids and services, institutions of postsecondary
education may ask for
documentation regarding disability status.

3. May institutions of postsecondary education deny an applicant admission
because he or she has a
disability?

No. If an applicant meets the essential requirements for admission, an institution
may not deny that
applicant admission simply because he or she has a disability, nor may an institution
categorically exclude an
applicant with a particular disability as not being qualified for its program.9 For instance, an institution may
not automatically assume that all applicants with hearing or visual impairments
would be unable to meet
the essential eligibility requirements of its music program. An institution
may, however, require an applicant
to meet any essential technical or academic standards for admission to, or
participation in, the institution
and its program.10 An institution may deny admission to any student, disabled
or not, who does not meet
essential requirements for admission or participation.

4. Are institutions obligated to identify students with disabilities?

No. Institutions do not have a duty to identify students with disabilities.
Students in institutions of
postsecondary education are responsible for notifying institution staff of
their disability should they need
academic adjustments. High schools, in contrast, have an obligation to identify
students within their
jurisdiction who have a disability and who may be entitled to services.

5. Are students obligated to inform institutions that they have a disability?

No. A student has no obligation to inform an institution of postsecondary education
that he or she has
a disability; however, if the student wants an institution to provide an academic
adjustment or assign
the student to accessible housing or other facilities, or if a student wants
other disability-related services,
the student must identify himself or herself as having a disability. The disclosure
of a disability is always
voluntary. For example, a student who has a disability that does not require
services may choose not to
disclose his or her disability

[S]uch modifications to [the] academic requirements as are necessary to ensure
that such
requirements do not discriminate or have the effect of discriminating, on the
basis of [disability]
against a qualified ... applicant or student [with a disability]. Academic
requirements that the
recipient can demonstrate are essential to the instruction being pursued by
such student or to any
directly related licensing requirement will not be regarded as discriminatory
within the meaning of
this section. Modifications may include changes in the length of time permitted
for the completion
of degree requirements, substitution of specific courses required for the completion
of degree
requirements, and adaptation of the manner in which specific courses are conducted.11

Academic adjustments also may include a reduced course load, extended time
on tests and the provision
of auxiliary aids and services. Auxiliary aids and services are defined in
the Section 504 regulations at
34 C.F.R. § 104.44(d), and in the Title II regulations at 28 C.F.R. § 35.104.
They include note-takers,
readers, recording devices, sign language interpreters, screen-readers, voice
recognition and other adaptive
software or hardware for computers, and other devices designed to ensure the
participation of students with
impaired sensory, manual or speaking skills in an institution’s programs and
activities. Institutions are not
required to provide personal devices and services such as attendants, individually
prescribed devices, such
as eyeglasses, readers for personal use or study, or other services of a personal
nature, such as tutoring. If
institutions offer tutoring to the general student population, however, they
must ensure that tutoring services
also are available to students with disabilities. In some instances, a state
VR agency may provide auxiliary
aids and services to support an individual’s postsecondary education and training
once that individual has
been determined eligible to receive services under the VR program.

7. In general, what kind of documentation is necessary for students with disabilities
to receive
academic adjustments from institutions of postsecondary education?

Institutions may set their own requirements for documentation so long as they
are reasonable and comply
with Section 504 and Title II. It is not uncommon for documentation standards
to vary from institution
to institution; thus, students with disabilities should research documentation
standards at those institutions
that interest them. A student must provide documentation, upon request, that
he or she has a disability, that
is, an impairment that substantially limits a major life activity12 and that
supports the need for an academic
adjustment. The documentation should identify how a student’s ability to function
is limited as a result
of her or his disability. The primary purpose of the documentation is to establish
a disability in order to
help the institution work interactively with the student to identify appropriate
services. The focus should
be on whether the information adequately documents the existence of a current
disability and need for an
academic adjustment.

8. Who is responsible for obtaining necessary testing to document the existence
of a disability?

The student. Institutions of postsecondary education are not required to conduct
or pay for an evaluation
to document a student’s disability and need for an academic adjustment, although
some institutions do
so. If a student with a disability is eligible for services through the state
VR Services program, he or she
may qualify for an evaluation at no cost. High school educators can assist
students with disabilities in
locating their state VR agency at http://rsa.ed.gov (click on “Info about RSA,”
then “Resources,” then “State
and Local Government Employment Resources,” then “Vocational Rehabilitation
Offices”). If students
with disabilities are unable to find other funding sources to pay for necessary
evaluation or testing for
postsecondary education, they are responsible for paying for it themselves.

At the elementary and secondary school levels, a school district’s duty to
provide a free appropriate public
education (FAPE) encompasses the responsibility to provide, at no cost to the
parents, an evaluation
of suspected areas of disability for any of the district’s students who is
believed to be in need of special
education or related aids and services. School districts are not required under
Section 504 or Title II to
conduct evaluations that are for the purpose of obtaining academic adjustments
once a student graduates
and goes on to postsecondary education.

9. Is a student’s most recent individualized education program (IEP) or Section
504 plan sufficient
documentation to support the existence of a disability and the need for an
academic adjustment in a
postsecondary setting?

Generally, no. Although an IEP or Section 504 plan may help identify services
that have been used by
the student in the past, they generally are not sufficient documentation to
support the existence of a
current disability and need for an academic adjustment from an institution
of postsecondary education.
Assessment information and other material used to develop an IEP or Section
504 plan may be helpful to
document a current disability or the need for an academic adjustment or auxiliary
aids and services. In
addition, a student receiving services under Part B of the IDEA must be provided
with a summary of his or
her academic achievements and functional performance that includes recommendations
on how to assist
in meeting the student’s postsecondary goals.13 This
information may provide helpful information about
disability and the need for an academic adjustment.

10. What can high school personnel, such as school psychologists and counselors,
transition specialists,
special education staff and others, do to assist students with disabilities
with documentation
requirements?

By the time most students with disabilities are accepted into a postsecondary
institution, they are likely to
have a transition plan and-or to be receiving transition services, which may
include evaluations and services
provided by the state VR agency. High school personnel can help a student with
disabilities to identify
and address the specific documentation requirements of the postsecondary institution
that the student
will be attending. This may include assisting the student to identify existing
documentation in her or his
education records that would satisfy the institution’s criteria, such as evaluation
reports and the summary
of the student’s academic achievement and functional performance. School personnel
should be aware
that institutions of postsecondary education typically do not accept brief
conclusory statements for which
no supporting evidence is offered as sufficient documentation of a disability
and the need for an academic
adjustment. School personnel should also be aware that some colleges may delay
or deny services if the
diagnosis or the documentation is unclear.

11. Will a medical diagnosis from a treating physician help to document disability?

A diagnosis of impairment alone does not establish that an individual has a
disability within the meaning
of Section 504 or Title II. Rather, the impairment must substantially limit
a major life activity, or the
individual must have a record of such an impairment or be regarded as having
such an impairment.14 A
diagnosis from a treating physician, along with information about how the disability
affects the student,
may suffice. As noted above, institutions of postsecondary education may set
their own requirements for
documentation so long as they are reasonable and comply with Section 504 and
Title II.

12. If it is clear that a student has a disability, why does an institution
need documentation?

Students who have the same disability may not necessarily require the same
academic adjustment. Section
504 and Title II require that institutions of postsecondary education make
individualized determinations
regarding appropriate academic adjustments for each individual student. If
the student’s disability and need
for an academic adjustment are obvious, less documentation may be necessary.

13. If an institution thinks that the documentation is insufficient, how will
the student know?

If the documentation a student submitted for the institution’s consideration
does not meet the institution’s
requirements, an official should notify the student in a timely manner of what
additional documentation
the student needs to provide. As noted above, a student may need a new evaluation
in order to provide
documentation of a current disability.

Post-Admission: Obtaining Services

14. Must institutions provide every academic adjustment a student with a disability
wants?

It depends. Institutions are not required to provide an academic adjustment
that would alter or waive
essential academic requirements.15 They also do not have to provide an academic
adjustment that would
fundamentally alter the nature of a service, program or activity or result
in undue financial or administrative
burdens considering the institution’s resources as a whole.16 For example,
an appropriate academic
adjustment may be to extend the time a student with a disability is allotted
to take tests, but an institution
is not required to change the substantive content of the tests. In addition,
an institution is not required to
make modifications that would result in undue financial or administrative burdens.
Public institutions are
required to give primary consideration to the auxiliary aid or service that
the student requests, but can opt to
provide alternative aids or services if they are effective. They can also opt
to provide an effective alternative
if the requested auxiliary aid or service would fundamentally alter the nature
of a service, program or activity
or result in undue financial or administrative burdens. For example, if it
would be a fundamental alteration
or undue burden to provide a student with a disability with a note-taker for
oral classroom presentations and
discussions and a tape recorder would be an effective alternative, a postsecondary
institution may provide the
student with a tape recorder instead of a note-taker.

15. If students want to request academic adjustments, what must they do?

Institutions may establish reasonable procedures for requesting academic adjustments;
students are
responsible for knowing these procedures and following them. Institutions usually
include information on
the procedures and contacts for requesting an academic adjustment in their
general information publications
and Web sites. If students are unable to locate the procedures, they should
contact an institution official,
such as an admissions officer or counselor.

16. What should students expect in working with a disability coordinator at
an institution of
postsecondary education?

A high school counselor, a special education teacher or a VR counselor may
meet with high school students
with disabilities to provide services or monitor their progress under their
education plans on a periodic basis.
The role of the disability coordinator at an institution of postsecondary education
is very different. At many
institutions, there may be only one or two staff members to address the needs
of all students with disabilities
attending the institution. The disability coordinator evaluates documentation,
works with students to
determine appropriate services, assists students in arranging services or testing
modifications, and deals with
problems as they arise. A disability coordinator may have contact with a student
with a disability only two
or three times a semester. Disability coordinators usually will not directly
provide educational services,
tutoring or counseling, or help students plan or manage their time or schedules.
Students with disabilities
are, in general, expected to be responsible for their own academic programs
and progress in the same ways
that nondisabled students are responsible for them.

17. When should students notify the institution of their intention to request
an academic adjustment?

As soon as possible. Although students may request academic adjustments at
any time, students needing
services should be advised to notify the institution as early as possible to
ensure that the institution has
enough time to review their request and provide an appropriate academic adjustment.
Some academic
adjustments, such as interpreters, may take time to arrange. In addition, students
should not wait until after
completing a course or activity or receiving a poor grade to request services
and then expect the grade to be
changed or to be able to retake the course.

18. How do institutions determine what academic adjustments are appropriate?

Once a student has identified him- or herself as an individual with a disability,
requested an academic
adjustment and provided appropriate documentation upon request, institution
staff should discuss with
the student what academic adjustments are appropriate in light of the student’s
individual needs and the
nature of the institution’s program. Students with disabilities possess unique
knowledge of their individual
disabilities and should be prepared to discuss the functional challenges they
face and, if applicable, what
has or has not worked for them in the past. Institution staff should be prepared
to describe the barriers
students may face in individual classes that may affect their full participation,
as well as to discuss academic
adjustments that might enable students to overcome those barriers.

19. Who pays for auxiliary aids and services?

Once the needed auxiliary aids and services have been identified, institutions
may not require students with
disabilities to pay part or all of the costs of such aids and services, nor
may institutions charge students
with disabilities more for participating in programs or activities than they
charge students who do not
have disabilities. Institutions generally may not condition their provision
of academic adjustments on the
availability of funds, refuse to spend more than a certain amount to provide
academic adjustments, or refuse
to provide academic adjustments because they believe other providers of such
services exist.17 In many cases,
institutions may meet their obligation to provide auxiliary aids and services
by assisting students in either
obtaining them or obtaining reimbursement for their cost from an outside agency
or organization, such as
a state VR agency. Such assistance notwithstanding, institutions retain ultimate
responsibility for providing
necessary auxiliary aids and services and for any costs associated with providing
such aids and services or
utilizing outside sources. However, as noted above, if the institution can
demonstrate that providing a
specific auxiliary aid or service would result in undue financial or administrative
burdens, considering the
institution’s resources as a whole, it can opt to provide another effective
one.

20. What if the academic adjustments the institution provides are not working?

If the academic adjustments provided are not meeting the student’s needs, it
is the student’s responsibility
to notify the institution as soon as possible. It may be too late to correct
the problem if the student waits
until the course or activity is completed. The student and the institution
should work together to resolve the
problem.

Keys to Success: Attitude,
Self-Advocacy
And Preparation

The attitude and self-advocacy skills of students with disabilities may be
two of the most important factors
in determining their success or failure in postsecondary education. Students
with disabilities need to be
prepared to work collaboratively with the institution’s disability coordinator
to enable them to have an
equal opportunity to participate in an institution’s programs and activities.
To ensure that students with
disabilities possess the desired levels of self-advocacy to succeed in postsecondary
education, high school
educators may want to encourage the students to:

Understand their disabilities. Students with disabilities need to know the
functional limitations that
result from their disabilities and understand their strengths and weaknesses.
They should be able to explain
their disabilities to an institution’s disability coordinators or other appropriate
staff. As part of this process,
students should be able to explain where they have had difficulty in the past,
as well as what has helped them
overcome such problems and what specific adjustments might work in specific
situations. To assist students
in this area, high school educators can encourage high school students to be
active participants in their IEP
or Section 504 meetings. High school personnel also can suggest that students
practice explaining their
disabilities, as well as why they need certain services, to appropriate secondary
staff or through role-playing
exercises to prepare them to engage in such conversations with confidence in
a postsecondary setting.

Accept responsibility for their own success. All students, including those
with disabilities, must take
primary responsibility for their success or failure in postsecondary education.
Students with disabilities, in
particular, are moving from a system where parents and school staff usually
advocated on their behalf to a
system where they will be expected to advocate for themselves. An institution’s
staff will likely communicate
directly with students when issues arise and are generally not required to
interact with students’ parents. In
general, students with disabilities should expect to complete all course requirements,
such as assignments
and examinations. Students with disabilities need to identify the essential
academic and technical standards
that they will be required to meet for admission and continued participation
in an institution’s program.
Students also need to identify any academic adjustments they may need as a
result of their disabilities to
meet those standards and how to request those adjustments. Students with disabilities
need to understand
that, while federal disability laws guarantee them an equal opportunity to
participate these laws do not
guarantee that students will achieve a particular outcome, for example, good
grades.

Take an appropriate preparatory curriculum. Because all students will be expected
to meet an institution’s
essential standards, students with disabilities need to take a high school
curriculum that will prepare them to
meet those standards. If students with disabilities plan to attend a rigorous
postsecondary institution, they,
like their peers without disabilities, need to make high school curriculum
choices that support that goal.
High school guidance counselors and state VR agency counselors, in particular,
can play an important role in
students’ curriculum planning.

For all students, good study skills and the ability to write well are critical
factors of success in postsecondary
education. High school educators can help students in these areas by offering
or identifying opportunities,
such as workshops, courses or tutoring programs, that emphasize the importance
of reading, writing and
good study skills. In addition, staff should encourage students to enroll in
classes that will focus on writing
and study skills in their freshman year of postsecondary education.

Learn time management skills. Although a primary role of high school educators
is to provide monitoring,
direction and guidance to students as they approach the end of their high school
career, staff also need to
prepare students to act independently and to manage their own time with little
to no supervision. High
school educators can assist students by identifying resources that will help
them learn time management and
scheduling skills.

Acquire computer skills. Because postsecondary students use computers to complete
a multitude of tasks,
from registering for classes to accessing course material and obtaining grades,
it is essential that students
learn to use computers if they are to be prepared for postsecondary education.
Ideally, students with
disabilities need to start using computers as early as possible in school to
increase their familiarity with, and
their comfort level in using, computers. Students with visual impairments,
hearing impairments, learning
disabilities or mobility impairments may have problems with inputting data
or reading a computer monitor.
Assistive technology can help certain students with disabilities use computers
and access information.

Consider supplemental postsecondary education preparatory programs. A variety
of institutions of
postsecondary education have summer programs in which students can participate
while they are still in high
school, or after graduation, to ease their transition to postsecondary education.
These programs often expose
students to experiences that they are likely to encounter in postsecondary
education, such as living in dorms,
relating to other students and eating in dining halls. The programs may also
focus on instruction in certain
subject areas, such as math or English, or in certain skills, such as computer,
writing or study skills, that can
prepare a student to be successful in postsecondary education. High school
educators can assist students
with disabilities by identifying such program opportunities in their area of
residence.

Research postsecondary education programs. Students with disabilities may select
any program for
which they are qualified but should be advised to review carefully documentation
standards and program
requirements for their program or institution of interest. For example, students
should pay close attention to
an institution’s program requirements, such as language or math, to avoid making
a large financial and time
commitment only to realize several years into a program that they cannot, even
with academic adjustments,
meet an essential requirement for program completion. Campus visits, which
include visits to the disability
services office, can be helpful in locating an environment that best meets
a student’s interests and needs. In
addition, while all institutions have a legal obligation to provide appropriate
services, certain colleges may be
able to provide better services than others due to their size or location.

Get involved on campus. To help students avoid the isolation that can occur
away from home during the
first year of postsecondary education, high school educators should encourage
students to live on campus
and to become involved in campus activities. Attendance at orientation programs
for freshmen is a good
first step in discovering ways to get involved in the postsecondary education
environment.

If you would like more information about the responsibilities of postsecondary
schools to students with
disabilities, read the OCR brochures Auxiliary Aids and Services for Postsecondary
Students with Disabilities:
Higher Education’s Obligations Under Section 504 and Title II of the ADA and
Students with Disabilities
Preparing for Postsecondary Education: Know Your Rights and Responsibilities. You may obtain copies of these
brochures by contacting us at the address and phone numbers below or on the
Department’s website at:
http://www.ed.gov/ocr/publications.html#Section504. To receive more information
about the civil rights of
students with disabilities in education institutions, please contact OCR at:

Customer Service Team
Office for Civil Rights
U.S. Department of Education
Washington, DC 20202-1100

This publication is in the public domain. Authorization to reproduce it in
whole or in part is granted.
The publication’s citation should be: U.S. Department of Education, Office
for Civil Rights, Transition
of Students With Disabilities to Postsecondary Education: A Guide for High
School Educators, Washington,
D.C., 2011.

Or call in your request toll-free: 1-877-433-7827 (1-877-4-ED-PUBS). Those
who use a
telecommunications device for the deaf (TDD) or a teletypewriter (TTY), should
call 1-877-576-7734.
If 877 service is not yet available in your area, call 1-800-872-5327 (1-800-USA-LEARN).

On request, this publication can be made available in alternate formats, such
as Braille, large print
or computer diskette. For more information, contact the Department’s Alternate
Format Center at
202-260-0852 or 202-260-0818. If you use a TDD, call 1-800-877-8339.

Endnotes

1 The Americans
with Disabilities Act Amendments Act (Amendments Act), P.L.
110-325, amended the ADA and Section 7 of the Rehabilitation Act
of 1973, which contains the disability
definition for Section 504. The
Amendments Act became effective on January 1, 2009. The Amendments
Act affected
the meaning of the term
“disability” in the ADA and Section 504, most notably by requiring that “disability”
under these statutes be
interpreted broadly. More information about the Amendments Act is
available from OCR’s website at http://www.ed.gov/policy/rights/guid/ocr/disability.html and http://www.ed.gov/about/offices/list/ocr/504faq.html.

3 OSERS’ Rehabilitation Services Administration (RSA) administers a formula
grant program that funds state
VR agencies to provide eligible individuals with disabilities with employment-related
services, including
services to facilitate transition. Additional information about this grant
program is available at http://www2.ed.gov/about/offices/list/osers/rsa/index.html or by contacting RSA at:

6 The term “accommodations”
is also referenced under the IDEA and used by the major publishers of college
entrance exams. The term generally refers to changes in the standardized testing
conditions provided to a
student with disabilities that will not impact the validity of the student’s
test scores.

8 In this document, consistent with the Section 504 regulations at 34 C.F.R.
§ 104.44, we generally use the
term “academic adjustments” to refer to modifications to nonessential academic
requirements, reasonable
changes to policies, procedures and practices, and the provision of auxiliary
aids and services necessary
for individuals with disabilities to participate in, and benefit from, the
postsecondary education program.
These terms are further explained in the section of this guide titled “Post-Admission:
Documentation
of a Disability.” It should be noted that the term “reasonable accommodations,”
commonly used in the
employment context, also may be familiar to postsecondary school personnel.

11 Although the term “handicap” is used in the Section 504 regulation, consistent
with contemporary usage,
this guidance uses the term “disability.”

12 Regulations implementing Section 504 and Title II of the ADA contain non-exhaustive
lists of major
life activities. See 34 C.F.R. § 104.3(j)(2)(ii) (2010) and 28 C.F.R. § 35.104
(2009). The Amendments Act included additional examples of general activities and “major bodily functions”
that are major life activities.
See 42 U.S.C. § 12102(2).